Concern with failing elementary students with reading to expectations in the United States, specifically regarding the results of the National Assessment of Educational Progress (NAEP) in 2019.
The NAEP is a standardized test administered to students in grades 4, 8, and 12 in the United States to measure proficiency in various subjects, including reading. In 2019, the NAEP found that only 35% of fourth-grade students were proficient in reading, which was a slight decrease from the previous NAEP administration in 2017.
The results also showed significant disparities in reading proficiency based on students’ race, ethnicity, and socioeconomic status. For example, only 18% of Black fourth-grade students and 23% of Hispanic fourth-grade students were proficient in reading, compared to 45% of White fourth-grade students. Similarly, only 22% of fourth-grade students eligible for free or reduced-price lunch were proficient in reading, compared to 53% of students who were not eligible.
These results are concerning because reading proficiency in the early years is critical for long-term academic success. Students who struggle to read at grade level by third grade are more likely to experience academic difficulties and drop out of high school. Additionally, research has shown that students who are not proficient in reading by fourth grade are more likely to experience negative social and emotional outcomes, such as low self-esteem and behavior problems.
Efforts to improve literacy rates in elementary schools are ongoing and involve various strategies, including implementing evidence-based reading instruction, providing additional support for struggling readers, increasing access to high-quality literature, and engaging families in literacy activities. However, addressing the systemic issues that contribute to disparities in educational outcomes, such as poverty and inequality, is also necessary to improve reading proficiency among all students.
